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Investigating feedback orientation in medical learners
Lynnea M Mills1, Patricia S O'Sullivan1, Olle Ten Cate2
1University of California, San Francisco, San Francisco, CA, USA.
Medical Teacher
|October 28, 2022
Summary
Medical trainees exhibit high feedback orientation, a key attribute for learning. Understanding utility and feedback self-efficacy can improve educational feedback processes.
Area of Science:
- Medical Education
- Psychology in Education
- Health Professions Education
Background:
- Feedback processes in health professions education (HPE) are often suboptimal.
- Learner attributes significantly influence the effectiveness of feedback.
- Feedback orientation, a concept from management science, offers a framework to study these attributes.
Purpose of the Study:
- To investigate the feedback orientation of medical learners at various training stages.
- To assess the applicability of the feedback orientation concept in HPE.
- To identify learner attributes that impact feedback uptake in medical education.
Main Methods:
- Cross-sectional analysis utilizing the 20-item Feedback Orientation Scale.
- Survey administered to medical students and Internal Medicine residents at a large academic center.
- Descriptive statistics and analysis of variance were employed for data analysis.
Main Results:
- The four dimensions of feedback orientation (utility, accountability, social awareness, feedback self-efficacy) were consistent with management science findings.
- Overall feedback orientation scores were high and consistent across different trainee levels.
- Utility emerged as the highest-scoring domain, while feedback self-efficacy had the lowest scores.
Conclusions:
- Feedback orientation is a valuable construct for understanding medical learners' attitudes towards feedback.
- The four domains of feedback orientation can inform future research and practical applications in HPE.
- Targeting feedback self-efficacy may be a key area for intervention to enhance feedback effectiveness.
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